Thesis (M.S.)--University of Michigan, 2003. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1984.

Thesis (M.S.)--University of Michigan, 2007. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 58-61)

Cette thèse propose une théorie de la peine formulée dans les termes d’une conception de la justice corrective. L’idée de justice corrective et la théorie qu’on en propose trouvent leurs sources dans la pensée éthico-politique d’Aristote. On a choisi de restreindre l’espace d’application de la conception corrective aux systèmes juridiques contemporains des États-Unis et de la France. Le principe de justice corrective, tel qu’on l’interprète ici, pose que les peines peuvent être justes si elles tentent de rétablir une égalité de droits fondamentaux entre la victime et l’auteur d’une infraction conçue comme violation de ces mêmes droits. La conception corrective marque une rupture importante par rapport aux principales conceptions alternatives – rétributiviste et distributiviste – de la punition, en ceci qu’aucune de ces deux approches ne repose essentiellement sur la primauté normative de la relation entre victime et infracteur et que l’égalité des droits fondamentaux n’y est envisagée, dans l’ordre de la justice, comme une raison nécessaire et suffisante pour punir. Est juste, d’abord, la sanction pénale orientée vers l’égalisation des droits fondamentaux et la rectification des injustices commises par des personnes contre d’autres personnes. Du point de vue de la justice corrective, c’est dans la relation qui lie la victime à son infracteur que se déploie la justice des peines. Du point de vue de la conception corrective, la justice pénale ne peut se réaliser qu’en tenant compte du caractère central de la bilatéralité de la justification des peines. Que l’intervention punitive contribue à faire souffrir le coupable - comme dans les conceptions rétributives - ou qu’elle produise des effets socialement bénéfiques - comme dans les conceptions distributives -, ce sont là des considérations complémentaires qui ne relèvent pas nécessairement de la justice des peines. / This dissertation provides a theory of punishment that is formulated by means of a conception of corrective justice. The concept of corrective justice and its corresponding conception draw on the ethical and moral theory of Aristotle. The corrective conception is meant to apply to the contemporary legal systems of France and the United States. As interpreted here, the principle of corrective justice argues that punishment is justified when and insofar as it tends to rectify a specific, inter-personal inequality resulting from a violation of the basic rights of the victim by the offender. Corrective justice thus pertains to the domain of interpersonal injustices. Aristotle was the first one to formulate the concept of corrective justice in Book V of the Nicomachean Ethics. It was also Aristotle who, for the first time, made a connection between the norms of corrective justice and the practice of punishment. The corrective conception takes its distance from the two main alternative conceptions of punishment, which are based on the idea of distributive and retributive justice. Neither of these two latter conceptions views the relationship between the individual victim and the individual offender as normatively prior; nor do they see basic rights as necessary and sufficient grounds for punishing. Seen from a corrective standpoint, penal justice is strictly located at the level of the relationship that connects the offender to his or her victim. Unlike its main contenders, corrective justice is deeply anchored in a bilateral justificatory structure. The suffering of the offender advocated by retributive conceptions or the existence of socially beneficial effects defended by distributive theories can arguably be interpreted or explained as side-effects of legal punishment, but they cannot offer a normative basis for punishing.

This study investigates the effectiveness of dynamic written corrective feedback (DWCF) for intermediate learners of Korean as a foreign language (KFL) compared to traditional types of written corrective feedback. DWCF is an innovative method of providing written corrective feedback on students' writing that has primarily been used in English as a second language (ESL) settings. It aims to improve learners' linguistic accuracy and requires multilayered interaction between teachers and students. Although DWCF has been effectively used to increase linguistic accuracy in various ESL settings, it has not yet been widely applied to other language learning settings. This study demonstrates the extent to which DWCF increases the linguistic accuracy of intermediate KFL learners and determines DWCF's impact on fluency and complexity. The treatment group (n = 9) was managed with DWCF and the control group (n = 10) wrote six essays over a 12-week period. The pre- and post-test results were analyzed to determine differences in linguistic accuracy, fluency, and complexity between the two groups. A mixed-model repeated measures ANOVA revealed that the treatment group's accuracy significantly increased compared to the control group, whereas there was no significant difference in fluency or complexity for either group. Limitations and suggestions for future research are discussed in the conclusion.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2020 / This study explored the perceptions of students and lecturers with regard to written and oral corrective feedback in a first-level English course at the University of Limpopo. Specifically, the study was designed to establish the views of first entering students and lecturers around oral and written feedback. This study responds to widely-held views that students do not pay much attention to feedback, that even if feedback is provided, some do not know how use feedback systematically to improve their works, and that some lecturers are not investing sufficiently on provision of detailed, usable feedback. This study made use of classroom observations, questionnaires and focus group interviews to establish from students’ perceptions about oral and written corrective feedback in their studies and overall attainment of study goals. Furthermore, lecturers were also invited to participate in interviews to ascertain their perception on whether they consider written feedback essential and how it improves the students’ written English grammar. The study uncovered among others that students view oral and written corrective feedback as a tool that improves their grammar in English challenging long standing views that students are mostly interested in marks obtained in assessments. Data emerging from this study further suggests that participants view oral and written feedback as a device that helps students to improve in their usage of grammar and highlight the need to provide detailed, timely and constructive feedback in student’s academic work.

Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both in intensive English language programs and continuing after their university matriculation. Numerous instructional methodologies exist that center around the concept of error correction—how can or should ESL instructors correct grammatical errors in L2 students' writing to best facilitate improvements in written linguistic accuracy? Error correction in L2 writing has been a controversial issue for over a decade (e.g., Ferris, 1999; Truscott, 1996), and in an effort to contribute to an understanding of this controversial topic, this study investigated an innovative method of error correction known as dynamic written corrective feedback (WCF). For 15 weeks, 24 students at the Brigham Young University (BYU) English Language Center (ELC) received a form of dynamic WCF dramatically modified from Hartshorn's (2008) original method with the objective of increased practicality. These students produced a 30-minute pretest and posttest essay, and researchers calculated the complexity, accuracy, and fluency of each pretest and posttest. Data from the current study is compared against data from Hartshorn (2008), which found dynamic WCF to be successful in improving accuracy after carrying out similar research. The results validate previous findings and confirm that dynamic WCF is an effective approach to error correction, even when dramatically modified.

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